Ferris State University Master of Social Work (MSW) Program Handbook

Ferris State University Master of Social Work (MSW) Program Handbook 1

Ferris State University Master of Social Work Student Handbook Welcome Welcome to the Ferris State University Masters in Social Work Program. You are about to embark upon an exciting and rewarding adventure into the study of professional social work. The classes you will be taking will be both challenging and stimulating and the time in the field will provide you with hands on experience and an excellent foundation for your future career. We hope your time at Ferris State University will be enjoyable and filled with insight and a multitude of accomplishments. --The Faculty and Staff of Ferris State University s Social Work Program The highest work is that of social work --Woodbridge Ferris The Masters of Social Work Program is currently in candidacy with the Council on Social Work Education for accreditation. Accreditation is retroactive for students entering the program fall 2014. 2

Contact information: Wendy Samuels, MSW, Ph.D. Program Director 820 Campus Drive ASC 2108 231-591-2737 samuelsw@ferris.edu Jessica Gladden, MSW, Ph.D. MSW Program Coordinator ASC 2097 231-591-5882 jessicagladden@ferris.edu MSW Program Handbook May 2014 www.ferris.edu/socialwork 3

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Welcome from the Program Director, Wendy Samuels Welcome to the Ferris State University Masters of Social Work Program!! How exciting you have decided to embark on the next step in your career. The possibilities with this degree are endless. Whether you are continuing your education at Ferris or coming to our institution for the first time, we are looking forward to our time together with you. Ferris is a unique university. Our founder, Woodbridge Ferris, believed in diversity and access to education for all, and as a university we truly embrace his vision. Our core Ferris values of collaboration, diversity, ethical community, excellence, learning and opportunity support and enhance the social work profession. The Ferris Social Work Program has a cadre of dedicated passionate professors who are poised to provide you with the classes and experiences that will enable you to be outstanding social work practitioners. We care about our students and are committed to making you the best professionals you can be. Our classes are small and highly interactive. We have high value for leadership and engagement and provide opportunities for both inside and outside the classroom. This manual is a guide to our policies and information about the program, but is not meant to replace time with faculty and staff. You are our first priority. Get to know us. We want this graduate experience to be the best it can be, and look forward to a productive partnership. And, by the way, let s have fun!! Wendy Samuels, MSW, Ph.D. Social Work Program Director 5

TABLE OF CONTENTS Purpose, Mission and Goals--------------------------------------------------------------p 7 Program Practice Competencies and Learning Outcomes----------------------------p 12 Curriculum Plans---------------------------------------------------------------------------p 16 Course Descriptions------------------------------------------------------------------------p 20 Admission Policy---------------------------------------------------------------------------p 23 Transfer and Life Experience Credit Policy--------------------------------------------p 26 Evaluating Academic Performance------------------------------------------------------p 26 Graduate Academic Integrity Policy-----------------------------------------------------p 31 Terminations and Withdrawals-----------------------------------------------------------p 33 Appeals Procedures------------------------------------------------------------------------p 33 Advisement and Progress Auditing------------------------------------------------------p 33 Repeating a Course-------------------------------------------------------------------------p 34 Coursework and Expectations------------------------------------------------------------p 34 Institutional Review Board----------------------------------------------------------------p 36 Liability Insurance--------------------------------------------------------------------------p 36 Background Checks------------------------------------------------------------------------p 36 Ferris Email---------------------------------------------------------------------------------p 37 Student Rights and Responsibilities------------------------------------------------------p 37 Student Resources--------------------------------------------------------------------------p 38 Council on Social Work Education------------------------------------------------------p 39 Faculty and Staff---------------------------------------------------------------------------p 40 6

Purpose and Practice of Social Work The profession of social work is committed to the enhancement of human well-being and to the alleviation of poverty and oppression. The social work profession receives its sanction from public and private auspices and is the primary profession in the provision of social services. Within its general scope of concern, professional social work is practiced in a wide variety of settings. It has four related purposes: The promotion, restoration, maintenance, and enhancement of the functioning of individuals, families, groups, organizations, and communities by helping them to accomplish tasks, prevent and alleviate distress, and use resources. The planning, formulation, and implementation of social policies, services, resources, and programs needed to meet basic human needs and support the development of human capacities. The pursuit of policies, services, resources, and programs through organizational or administrative advocacy and social or political action, to empower groups at risk and to promote social and economic justice. The development and testing of professional knowledge and competencies related to these purposes. Social work practice consists of the professional application of social work values, principles, and techniques to one or more of the following ends: helping people obtain tangible services; counseling and therapy with individuals, families, and groups; helping communities or groups provide or improve social and health services; and participating in legislative processes. FSU MSW Program Mission The mission of the Ferris State University Master of Social Work Program is to educate advanced professional social workers to be leaders in their field, promoting social and economic justice, diversity, and empowerment and addressing oppressive social conditions. Graduates will exemplify the Ferris State University Core Values of Collaboration, Diversity, Ethical Community, Excellence, Learning and Opportunity. Graduates will be critical thinkers able to meet the challenges of a 7

global society through lifelong learning, innovation, political engagement, service and community collaboration. FSU MSW Program Goals #1 Prepare social workers with the knowledge, skills and values to be advanced social work practitioners with individuals, groups and families, toward the enhancement of social interaction and human functioning. #2. Prepare social workers to practice without prejudice or discrimination towards those marginalized populations in the global community with respect to social work values and standards. Promote and be an advocate for social diversity. #3. Prepare social workers to engage in activities that promote collaboration and lifelong learning toward the effective performance of personal and professional responsibilities. #4. Prepare social workers with state of the art evidenced based clinical practice skills to assist people in healing trauma, while finding additional social/political solutions to meet their life goals. FSU MSW Educational Philosophy The Ferris State University Mission states that our university: prepares students for successful careers, responsible citizenship, and lifelong learning. Through its many partnerships and its career-oriented, broad-based education, Ferris serves our rapidly changing global economy and society. We are fortunate that our Founder Woodbridge N. Ferris, who once said The highest work is that of social work, set a course for our university that resulted in a mission so 8

consonant with our social work program. Likewise we embrace and promote the Ferris State University Core Values of Collaboration, Diversity, Ethical Community, Excellence, Learning and Opportunity which are consistent with those of our program and our profession. These core values are in harmony with our professional values and are infused and highlighted in our collaborative efforts with others across the university as we strive to live them out and encourage our students to put them into practice as well. The Ferris State University Vision also echoes the educational vision of the social work program when it states that we will be the recognized leader in integrative education, where theory meets practice throughout the curriculum, and where multi-disciplinary skills important in a global economy are developed with the result that Ferris State University will also be: The preferred choice for students who seek specialized, innovative, career- and life-enhancing education The premier educational partner for government, communities, agencies, businesses, and industries through applied research and joint ventures A stimulating, student-centered academic environment that fosters life-long engagement, leadership, citizenship, and continuing intellectual development A university that aligns its practices and resources in support of its core values of collaboration, diversity, ethical community, excellence, learning, and opportunity. (Ferris State University, 2008. http://www.ferris.edu/htmls/administration/president/vision.htm) 9

This vision is embedded in our curriculum and its realization will be evident in the practice of our graduates who will emerge as leaders and lifelong learners active in their communities on multiple levels. The Council on Social Work Education in 2008 identified 10 Competencies in its Educational Policy and Accreditation Standards that all professional social workers should be able to demonstrate. These competencies are woven into our curriculum and our assessment of student learning. These competencies are that each of our students will: Identify as a professional social worker and conduct oneself accordingly Apply social work ethical principles to guide professional practice. Apply critical thinking to inform & communicate professional judgments. Engage diversity and difference in practice. Advance human rights and social and economic justice. Engage in research-informed practice and practice-informed research. Apply knowledge of human behavior and the social environment. Engage in policy practice to advance social and economic well-being and to deliver effective social work services. Respond to contexts that shape practice Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. (CSWE Commission on Accreditation, 2008. http://www.cswe.org/accreditation/2008epashandbook/62934.aspx#chapter62942) As members of the National Association of Social Workers we list in our code of ethics the specific Values and Ethical Principles to which we as a profession aspire. They are: the Value of Service and the accompanying Ethical Principle that Social workers primary goal is to help people in need and to address social problems. 10

the Value of Social Justice and the accompanying Ethical Principle that Social workers challenge social injustice. the Value of Dignity and Worth of the Person and the accompanying Ethical Principle that Social workers respect the inherent dignity and worth of the person. the Value of Importance of Human Relationships and the accompanying Ethical Principle that Social workers recognize the central importance of human relationships. the Value of Integrity and the accompanying Ethical Principle that Social workers behave in a trustworthy manner. the Value of Competence and the accompanying Ethical Principle that Social workers practice within their areas of competence and develop and enhance their professional expertise. (NASW Code of Ethics, 1996, revised in 2008. http://www.socialworkers.org/pubs/code/code.asp) Our faculty are learner focused and recognize, value and are committed to our nontraditional students who bring a wealth of life experience to their studies. We endeavor to develop transformational leaders through teaching and modeling as we recognize that many of our graduates will return to or assume leadership roles in their organizations and communities. We judiciously use traditional and cutting edge technologies recognizing their importance and potential in education and in social work practice. We recognize the importance of addressing specific life issues such as the effects of trauma, substance abuse, mental health and aging and foster a lifespan perspective. Our commitment is to graduate competent practitioners with the expertise and motivation to tackle many of our society s most challenging problems, as our founder Woodbridge N. Ferris said to make the world a better place. 11

Program Practice Competencies and Learning Outcomes NOTE: ADVANCED PRACTICE BEHAVIORS ARE IDENTIFIED IN BOLD AND ITLICIZED Practice Competency #1: Identify as a professional social worker and conduct oneself accordingly Social workers serve as representatives of the profession, its mission, and its core values. They know the professions history. Social workers commit themselves to the profession s enhancement and to their own professional conduct and growth. Social Workers: 1. Advocate for client access to the services of social work 2.Practice personal reflection and self-correction to assure continual professional development 3. Attend to professional roles and boundaries 4. Demonstrate professional demeanor in behavior, appearance, and communication 5. Utilize supervision and consultation effectively, with emphasis on secondary traumatic stress and trauma triggers 6. Engage in career long learning. 7. Readily identify as social work professionals 8. Demonstrate professional use of self with client(s) 9. Understand and identify professional strengths, limitations and challenges 10. Develop, manage and maintain therapeutic relationships with clients within the person in environment and strengths perspective with trauma focused perspective Practice Competency #2: Apply social work ethical principles to guide professional practice. Social workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking. Social workers are knowledgeable about the value base of the profession, its ethical standards, and relevant law. Social Workers: 1. Demonstrate knowledge of the NASW Code of Ethics 2. Abide by the ethical standards of the profession 3. Utilize the Code of Ethics to guide ethical reasoning 4. Recognize and manage personal values to be consistent with the Code of Ethics 5. Tolerate ambiguity in resolving ethical conflicts; and, apply ethical decision-making skills to issues specific to clinical social work. 6. Apply ethical decision-making skills to issues specific to clinical social work. 7. Identify and use knowledge of relationship dynamics, including power differentials. 8. Recognize and manage personal biases as they affect the therapeutic relationship in the service of clients well-being. Practice Competency #3: Apply critical thinking to inform & communicate professional judgments. 12

Social workers are knowledgeable about the principles of logic, scientific i9nquiry, and reasoned discernment. They use critical thinking augmented by creativity and curiosity. Critical thinking also requires the synthesis and communication of relevant information. Social Workers: 1. Utilize effective problem solving and critical thinking skills 2. Integrate multiple sources of knowledge, including research findings 3. Analyze models of assessment, prevention, intervention and evaluation 4. Utilize effective oral and written communication in working with individuals, families, groups, organizations and communities. 5 Engage in reflective practice. 6. Identify and articulate clients strengths and vulnerabilities and trauma triggers. 7. Evaluate, select, and implement appropriate multidimensional assessment, diagnostic, intervention, and practice evaluation tools. 8. Communicate professional judgments to other social workers and to professionals from other disciplines, in both verbal and written formats. Practice Competency #4: Engage diversity and difference in practice. Social workers understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple factors including age, class, Social workers: 1. Demonstrate knowledge and respect for diversity 2. Treat all clients with dignity and respect 3. Recognize the extent to which social structure and values may oppress, marginalize, alienate or enhance privilege and power 4. Identify selves as learners and engage with whom they work as educators 5. Demonstrate self- awareness to eliminate influence of personal biases and values in working with diverse groups. 6. Research and apply knowledge of diverse populations to enhance client well-being. 7. Work effectively with diverse populations. 8. Identify and use practitioner/client differences from a strengths and trauma informed perspective. 9. Demonstrate knowledge of historical trauma and impact on diverse populations. Practice Competency #5: Advance human rights and social and economic justice. Each person, regardless of position in society, has basic human rights, such as freedom, safety, privacy, an adequate standard of living, health care, and education. Social workers recognize the global interconnectedness of oppression and are knowledgeable about theories of justice and strategies to promote human and civil rights. Social workers incorporate social justice practices I organizations, institutions, and society to ensure that these basic human rights are distributed equitably and without prejudice. Social workers: 1. Recognize that each person, regardless of position in society has basic human rights 2. Recognize the global interconnections of oppression and promote human and civil rights 3. Recognize oppression and discrimination and their harmful effects 4. Advocate for human rights and social and economic justice. 13

5. Use knowledge of the effects of oppression, discrimination, and historical trauma on client and client systems to guide treatment planning and intervention. Competency #6: Engage in research-informed practice and practice-informed research. Social workers use practice experience to inform research, employ evidence-based interventions, evaluate their own practice and use research findings to improve practice, policy, and social service delivery. Social workers comprehend quantitative and qualitative research and understand scientific and ethical approaches to building knowledge Social workers: 1. Use practice experience to inform research 2. Use research evidence to inform practice, policy and social service delivery 3. Use evidence-based practice process in clinical assessment and intervention with clients. 4. Participate in the generation of new clinical knowledge with respect to trauma through research and practice. 5. Use research methodology to evaluate clinical practice effectiveness and/or outcomes. Practice Competency #7: Apply knowledge of human behavior and the social environment. Social workers are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter [people in maintaining or achieving health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development Social workers: 1. Utilize knowledge about human behavior across the life span 2. Utilize knowledge about the range of social systems in which people live and how social systems affect client health and well- being (Person in Environment) 3. Utilize conceptual frameworks to guide the processes of assessment, intervention and evaluation 4. Critique and apply knowledge to understand person and environment. 5. Synthesize and differentially apply theories of human behavior in the social environment utilizing a trauma informed care perspective to guide clinical practice. 6. Use bio-psycho-social-spiritual theories, trauma informed care perspective, and multi-axial diagnostic classification systems in formulation of comprehensive assessments. Practice Competency #8: Engage in policy practice to advance social and economic wellbeing and to deliver effective social work services. Social work practitioners understand that policy affects service delivery, and they engage actively in policy practice. Social workers know the history of current structures of social policies and services; the role of policy in service delivery; and the role of practice in policy development. Social workers: 1. Analyze, formulate, and advocate for policies that advance social well-being 2. Collaborate with colleagues and clients for effective policy action. 3. Communicate to stakeholders the implications of policies and policy change in the lives of clients. 4. Use evidence-based practice and practice-based evidence in advocacy for policies that advance social and economic well-being. 14

5. Advocate with and inform administrators and legislators to influence policies that affect clients and services. Practice Competency #9: Respond to contexts that shape practice Social workers are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Social workers recognize that the context of practice is dynamic, and use knowledge and skill to respond proactively Social workers: 1. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services 2. Assess the quality of clients interactions within their social contexts while understanding the role of traumatic experiences. 3. Develop intervention plans to accomplish systemic change. 4. Work collaboratively with others to effect systemic change that is sustainable. Practice Competency #10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. (Planned Change Model) Professional practice involves the dynamic and interactive processes of engagement, assessment, intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with individuals, families, groups, organizations, and communities. Practice knowledge includes identifying, analyzing, and implementing evidence-based interventions designed to achieve client goals; using research and technological advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and providing leadership for policies and services; and promoting social and economic justice. Engagement: Social workers: 1. Engage effectively (prepare for action, use empathy, develop mutually agreed upon focus for work) with individuals, families, groups, organizations and communities. 2. Develop culturally responsive therapeutic relationship. 3. Establish a relationship based process that encourages clients to be equal participants in the establishment of treatment goals and expected outcomes. Assessment Social workers: 5. Assess through collection, organization and interpretation of data, assess strengths and limitations, and select appropriate intervention strategies with individuals, families, groups, organizations and communities. 6. Use multidimensional bio-psycho-social-spiritual and trauma assessment tools. 7. Asses clients readiness for change. 8. Assess client s coping strategies to reinforce and improve adaptation to life situations, circumstances, and events. 9. Use differential and multi-axial diagnoses. Planning and Contracting: Social workers: 10. Effectively develop treatment goals with clients 15

11. Identify, analyze and implement evidence based interventions designed to achieve client goals. 12. Select and modify appropriate best practice intervention strategies based on continuous clinical assessment. 13. Demonstrate sensitivity to trauma experiences and the role of trauma when implementing treatment plans, goals and objectives 14. Implement prevention interventions that enhance client capacities Intervention Social workers: 15. Intervene through initiating actions to achieve goals, implementing prevention interventions that enhance client capacities, help clients resolve problems; negotiate, mediate and advocate for clients) with individuals, families, groups, organizations and communities. 16. Demonstrate the use of appropriate clinical techniques for a range of presenting concerns identified in the assessment, including crisis intervention strategies as needed and trauma focused as needed 17. Collaborate with other professionals to coordinate treatment interventions 18. Negotiate, mediate and advocate for clients Termination and Evaluation: Social workers: 20. Recognize and understand the psychological and social significance of separation and terminate services appropriately with clients. 21. Use clinical evaluation of the process and outcomes to develop best practice interventions for a range of bio-psycho-social-spiritual conditions and traumatic experiences. 22. Facilitate transitions and endings Political Advocacy and Community Organization: Social workers: 24. Promote social and economic justice causes 25. Engage in political processes that affect client well-being 26. Understand how traumatic experiences can ignite the political process and affect policy and/or community changes. CURRICULUM PLAN Foundation Year: The curriculum is divided in two parts: the Foundation Year and the Advanced Year. The foundation year is designed to give MSW students without a BSW degree (or students who did not achieve a degree of competency in the BSW program) the foundation level knowledge, values and skills critical to becoming a generalist social work practitioner. The foundation year includes educational content (31 credits) in four broad areas: Human Behavior and the Social Environment, Social Work Practice, Social Work Policy and Research. The foundation year also includes 2 semesters of field placement for a total of 440 hours of field education. The courses in the foundation year are as follows: 16

Course Number Course Name Total Credits Pre-requisites Semester Offered FOUNDATION YEAR 31 Total Credits SCWK 501 SCWK Practice 1 cr Bachelor s Degree Summer Orientation SCWK 510 Policy Analysis & 3 cr Bachelor s Degree Spring Advocacy SCWK 501 SCWK 520 Generalist Macro Practice 3 cr Bachelor s Degree SCWK 501 Spring Summer SCWK 530 Generalist Micro 4 cr Bachelor s Degree Fall Practice SCWK 501 SCWK 540 Human 3 cr Bachelor s Degree Fall Behavior/Social Environ SCWK 501 SCWK 550 Research Methods 3 cr Bachelor s Degree Fall SCWK 501 SCWK 560 Diversity & Social 3 cr Bachelor s Degree Spring Justice SCWK 501 SCWK 591 Field Practicum I 5 cr Bachelor s Degree SCWK 501 Fall Summer SCWK 592 Field Practicum II 6 cr Bachelor s Degree SCWK 501 SCWK 592 Spring Fall Students in the foundation year (and students who have been out of a BSW program for more than 3 years) will take a 1 credit course, Social Work Practice Orientation, the summer prior to beginning the full year in the fall. The course content is designed to give students a general overview of the knowledge values and skills of the social work profession as well as some basic interviewing, assessment skills, and self- reflection. The class will meet once at the beginning of the summer semester and once toward the end of the semester to allow for reflection, self-reflection and assignments. The course content of the orientation class is as follows: Day 1: Early in the Semester 1. Introduction to Generalist Practice and the Strengths Perspective 2. Values and Ethics, Advancing Human Rights and Social Justice 3. The Planned Change Model 4. Basic Interviewing Skills 1 5. Professional Use of Self and Self- Awareness Day 2: Later in the Semester 5. Diversity-Sensitive Practice & The Ethnic Sensitive Practice Model 6. Critical Thinking 17

7. Evidence-Based Practice 8. Basic Interviewing Skills 2 9. Termination and Evaluation and class wrap up Course Sequencing in the Foundation Year (31 credits) CR Summer CR Fall CR Spring 1 SCWK Practice Orientation 3 Research Methods SCWK 550 3 Human Behavior/Social Environ SCWK 540 4 Generalist Micro Practice SCWK 530 5 Field Practicum I 200 hours: 190 in field; 10 in seminar SCWK 591 1 15 15 3 Diversity & Social Justice SCWK 560 3 Policy Analysis & Advocacy SCWK 510 3 Generalist Macro Practice SCWK 520 6 Field Practicum II 240 hours: 230 in field; 10 in seminar SCWK 592 Advanced Year: Students who have completed the foundation year will then move into the 2 nd, advanced year of the MSW program. Students who are eligible and been accepted to the Advanced Standing Program will start directly in their advanced year. Advanced year courses are offered over three semesters: summer, fall and spring, with a spring graduation and hooding ceremony. In the advanced year, students are expected to go into depth in all four curricular areas of HBSE, Practice, Research and Policy. A highlight of the advanced year will be the student s capstone project, in which they will work with a faculty mentor on either program development or research. Students will be in the field in all three semesters and will complete a total of 480 hours of field placement. Students who have completed the foundation year in one agency will be placed in a second agency the advanced year. The advanced curriculum is as follows: ADVANCED YEAR 35 Total Credits SCWK 610 Advanced Policy & Advocacy 3 cr Bachelor s Degree Spring 18

SCWK 620 SCWK 630 SCWK 650 SCWK 660 Advanced Group Practice Advanced Micro Practice Applied Social Work Research Clinical Assessment/ Diagnosis Advanced Standing OR Foundation Year Completion 3 cr Bachelor s Degree Advanced Standing OR Foundation Year Completion 4 cr Bachelor s Degree Advanced Standing OR Foundation Year Completion 3 cr Bachelor s Degree Advanced Standing OR Foundation Year Completion 3 cr Bachelor s Degree Advanced Standing OR Foundation Year Completion Fall Summer Fall Fall Spring SCWK 680 SCWK 691 SCWK 692 SCWK 693 SCWK 699 Leadership and Supervision Advanced Field Practicum I Advanced Field Practicum II Advanced Field Practicum III Social Work Capstone Project 3 cr Bachelor s Degree Advanced Standing OR Foundation Year Completion 4 cr Bachelor s Degree Advanced Standing OR Foundation Year Completion 4 cr Bachelor s Degree Advanced Standing OR Foundation Year Completion SCWK 691 4 cr Bachelor s Degree Advanced Standing OR Foundation Year Completion Spring Summer Fall Fall Spring Spring Summer SCWK 692 4 cr Bachelor s Degree Spring Summer 19

Advanced Standing OR Foundation Year Completion SCWK 650 Course Sequencing in the Advanced Year 35-40 Credits CR Fall CR Spring CR Summer 3 Advanced Group Practice SCWK 620 3 Advanced Policy and Advocacy SCWK 610 4 Advanced Micro Practice SCWK 630 3 Clinical Assessment/Diagnosis SCWK 660 4 Advanced Field Practicum I SCWK 691 160 hours: 150 in field; 10 seminar 3 Leadership and Supervision SCWK 680 3 Applied Social Work Research SCWK 650 4 Advanced Field Practicum II SCWK 692 160 hours: 150 in field; 10 seminar 4 Social Work Capstone Project SCWK 699 4 Advanced Field Practicum II SCWK 692 160 hours: 150 in field; 10 seminar Electives Electives Electives 14 Total Credits 13 8 CATALOGUE COURSE DESCRIPTIONS SCWK 501 SCWK Practice Orientation. This course is required for both Foundation and Advanced Standing students (who have been out of school more than 3 years) as a bridge that allows students to be fully ready to enter their MSW education. This course focuses on the core knowledge, values and skills that form the foundation of generalist practice. For Foundation students, the course is an orientation to the profession. For Advanced Standing students out of school more than three years, the course is a refresher of their BSW education. The course is taught in an intensive two day format. (1 cr.) SCWK 510 Policy Analysis and Advocacy: This course is a foundation MSW course. The course emphasizes the history of social welfare policies and the role they play at present time. Student will utilize frameworks for analyzing social and economic policies as they relate to social welfare. Preparation for roles not only as service providers within existing policies but also as participants in efforts to change policy will be discussed. The class will also have an emphasis on values underlying the social welfare system, particularly the principles of social and economic justice. 20

SCWK 520. Generalist Macro Practice. This course is a foundation year MSW course. The course focus is on generalist practice with organizations and communities. Macro-practice skills through group work are emphasized, along with the interconnections between micro, mezzo and macro generalist practice. Macro intervention will be practiced. SCWK 530. Generalist Micro Practice. This course is a foundation year MSW course. The course focus is on theories, methods, and values of social work practices well as beginning to advanced interviewing skills with an emphasis on Trauma-Informed Perspective and Intervention and various Evidenced Based Practices. SCWK 540. Human Behavior & Social Environ. This course is a foundation year MSW course. This overview of theories of human behavior in the social environment in relation to advanced social work practice will focus on the relationships among biological, psychological, social, and cultural systems as they affect the "person-in-environment" across the life span. Students will consider the importance of integrating multiple critical perspectives to solve complex human problems to influence wellbeing and empowerment. SCWK 550 Research Methods. is the foundation Social Work Research course. Social Work research design methodology, with emphasis on applied research in human service and public services settings. Special emphases are placed on program evaluation, single subject design studies, human service surveys, and ethical issues in research. This course is an introduction to elementary statistical concepts, including frequency distributions, measures of central tendency, and beginning bivariate analysis and inferential statistics. Students in this course are prepared for critical use of research, and evaluation of their own and other professional knowledge base. SCWK 560 Diversity and Social Justice. This course is a foundation year MSW course. Advanced training in the recognition of cultural patterning and histories of diverse social identity groups in the US and the differential impacts of past and present attitudes, beliefs, practices and policies on the lives of individuals, families, groups and communities. Analysis of stereotyping, distortions and myths of various ethnic groups are examined. The degree to which social structure and values may oppress, marginalize, alienate or enhance privilege and power are analyzed. SCWK 591 Field Practicum I: This is the first part of the MSW foundation year practicum experience. Students are required to complete a 200 hour, hands on social work internship in an approved agency under the supervision of a professional social worker. Participation in the guided seminar class assists the student to assimilate course content with the community based learning. The seminar provides further integration of practice with the skills, knowledge, and values and ethics of the field. Illustration from the students work in the agency setting is included through various assignments. SCWK 592 Field Practicum II: This is the second course of the MSW foundation practicum experience. Students are required to complete a 240 hour, hands on social work internship in an approved agency under the supervision of a professional social worker. Participation in the guided seminar class assists the student to assimilate course content with the community based learning. This seminar provides further integration of practice with the skills, knowledge, and values and ethics of the field. Illustration from the students work in the agency setting is included through various assignments. 21

SCWK 610 Advanced Policy & Advocacy. This course is an Advanced MSW course, building on the knowledge and skills from SCWK 510, Social Welfare Policy Analysis. The course emphasizes the role of policy advocacy for social workers in clinical practice, evaluation of social policy and methods for policy change, development of effective social policy with emphasis on political processes. SCWK 620 Advanced Group Practice: This course focuses on intervention and individual change groups, with particular attention to the recruitment and composition of group members, leadership structure of small groups, phases of group development, and group processes such as decision making, tension reduction, conflict resolution, goal setting, contracting and evaluation. A variety of group strategies and techniques will be explored. Theories and methods consistent with the achievement of social justice and individual change through group work will be explored. The course will also consider how gender, ethnicity, race, social class, sexual orientation and different abilities impact various aspects of group functioning. Group facilitation will be practiced as a critical component of the course. Due to the nature of this course, the course will be limited to 10 students. SCWK 630. Advanced Micro Practice. This course is an advanced year MSW course. The course focus is on clinical practice with individuals and families. Micro and mezzo practice skills through individual and family counseling are emphasized, with specific focus related to obtaining competency associated with interventions for children, adolescents and adults while incorporating issues of diversity as it relates to the global community, trauma and empowerment. SCWK 650 Applied Social Work Research. This course builds on the research methods course Scwk 550. In this course students will deepen knowledge and skills necessary to complete quantitative and qualitative research. Students will learn how to critically think about and apply research to social work practice. Specifically, Students will learn how to design and implement Single Subject Design research, design and implement program evaluation research and learn how to evaluate existing research for its usefulness to social work practice. SCWK 660 Clinical Assessment and Diagnosis: This course is designed as an intensive survey of the spectrum of the bio-psychosocial diagnoses. It examines concepts from the social work perspective of the person-in-environment to explore psychosocial disorders from different cultural perspectives, including gender, age, and minority status. It will provide students with advanced exposure to issues in the area of child and adult diagnosis utilizing the DSM system of classification with a focus on the impact of trauma on diagnoses and how to complete assessments within this system. SCWK 680 Leadership and Supervision. This course is an Advanced Year MSW course designed to gain the knowledge, values and skills necessary for leadership and supervision in non-profit organizations. Students will learn leadership and supervisory models, and through simulation, develop a non-profit organization and implement all facets of that organization. Grant writing will be introduced and practiced. SCWK 691 Advanced Field Practicum I: This is the first Advanced MSW practicum experience. Students are required to complete a 160 hour, hands on social work internship in an approved agency under the supervision of a professional social worker. Participation in the guided seminar class assists the student to assimilate course content with the community based learning. This seminar provides further integration of practice with the skills, knowledge, and 22

values and ethics of the field. Illustration from the students work in the agency setting is included through various assignments. SCWK 692Advanced Field Practicum II - This is the second part of the MSW Advanced practicum experience. Students are required to complete a 160 hour, hands on social work internship in an approved agency under the supervision of a profession social worker. Participation in the guided seminar class assists the student to assimilate course content with the community based learning. This seminar provides further integration of practice with the skills, knowledge, and values and ethics of the field. Illustration from the students work in the agency setting is included through various assignments. SCWK 693 Advanced Field Practicum III: This is the last of the MSW Advanced practicum experience. Students are required to complete a 160 hour, hands on social work internship in an approved agency under the supervision of a profession social worker. Participation in the guided seminar class assists the student to assimilate course content with the community based learning. This seminar provides further integration of practice with the skills, knowledge, and values and ethics of the field. Illustration from the students work in the agency setting is included through various assignments. SCWK 681 SCWK Capstone: This course is an Advanced MSW Course, the final capstone course of the curriculum. The course is an extension of the Applied Social Work Research (SCWK 650) course in which students have written a proposal for research, program development, clinical development or outcome research. The course is taught as a Learner Centered Teaching course, in which students have written a proposal and identified a faculty mentor to assist in conducting some type of research or program development and an implementation plan. Students will develop individual learning outcomes, assessment of outcomes and implementation plan as a part of the learner centered course. The end product will be an article ready for publication, a grant for program development. Electives are being developed and will be offered based upon interest and program need. MSW PROGRAM POLICIES Admission Policy Admission Process and Policy: Applicants are encouraged to review the admission criteria before completing the on line application. The application form and required documents provide significant information upon which decisions for admission are based. It is critical that applicants for the MSW program carefully follow the on line application directions and give complete and accurate data. Omission of any information will delay the admission process or remove the applicant from the admission pool. Admission Criteria: Traditional Program: 1. Applicants must possess a Bachelor s degree from an accredited college or university. 23

2. Applicants must have an undergraduate degree that included a clear liberal arts base with a firm foundation in the social sciences. Students who do not meet this requirement may be accepted into the program but will be required to take courses to meet this criteria. 3. A 3.0 overall GPA. 4. Applicants must have 3 letters of reference, including at least one academic reference. 5. Applicants must complete a Candidate Statement (see below). 6. Submit a Resume 7. Submit a transcript from undergraduate education. (Upon acceptance, candidates will be required to submit an official transcript). Advanced Standing: 1. Applicants must possess a Bachelor s degree in social work (BSW) from a CSWE accredited social work program. 2. A 3.2 overall GPA with a 3.5 GPA average in social work courses. 3. Applicants must have 3 references, including at least one academic reference. It is highly recommended that students have their senior field instructor as one of the references. 4. Applicants must complete a Candidate Statement (see below). 5. Submit a resume 6. Submit a transcript from BSW undergraduate education. (Upon acceptance, candidates will be required to submit an official transcript). 7. Provide copies from all BSW Field Evaluations Candidate Statement: The candidate statement must be submitted with the application for admission and can be uploaded to the relevant section of the on line application. Please provide a 4 page, double spaced statement that addresses the following: 1. Please tell us why you are interested in the social work profession. 2. Describe how your personal and intellectual qualifications, your past human service experiences and/or future goals are relevant to assisting the most disadvantaged in our society? 3. Provide a cogent assessment of your personal strengths and challenges. 4. The Preamble to the NASW Code of Ethics is below. Please discuss how your personal values and beliefs are compatible with these values. The primary mission of the social work profession is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. A historic and defining feature of social work is the profession s focus on individual wellbeing in a social context and the wellbeing of society. Fundamental to social work is attention to the environmental forces that create, contribute to, and address problems in living. Social workers promote social justice and social change with and on behalf of clients. Clients is used inclusively to refer to individuals, families, groups, organizations, and communities. Social workers are sensitive to cultural and ethnic diversity and strive to end discrimination, oppression, poverty, and other forms of social injustice. These activities may be in the form of direct practice, community organizing, supervision, consultation administration, advocacy, social and political action, policy development and 24

implementation, education, and research and evaluation. Social workers seek to enhance the capacity of people to address their own needs. Social workers also seek to promote the responsiveness of organizations, communities, and other social institutions to individuals needs and social problems. The mission of the social work profession is rooted in a set of core values. These core values, embraced by social workers throughout the profession s history, are the foundation of social work s unique purpose and perspective: service social justice dignity and worth of the person importance of human relationships integrity competence. This constellation of core values reflects what is unique to the social work profession. Core values, and the principles that flow from them, must be balanced within the context and complexity of the human experience. (http://www.socialworkers.org/pubs/code/default.asp) The personal statement will be evaluated regarding the above material and also will be considered a writing sample to evaluate your ability to express yourself in written form. Applicants who believe that they have extraordinary circumstances regarding the GPA requirements should include their rationale for this in their personal statement. Though human services experience is not required, applicants are strongly encouraged to describe any prior volunteer or work experience in their personal statement. Application Deadlines: The closing date for receipt of all admission materials is March 1. Notification of Acceptance: Notice of acceptance will occur on or about April 15 for study beginning in the fall semester (there are no midyear admissions). Within ten days of receiving notification, accepted applicants must confirm in writing their intention to enroll in the program. Confirmation of acceptance should be mailed or emailed to the Program Director. Failure to confirm their intention within this timeframe will result in that prospective student s place being awarded to another applicant. MSW Admission Committee: It is the policy of Ferris State University that all graduate admissions are reviewed by the specific program. All academic admissions will be reviewed by the MSW Social Work Admission and Academic Standing Committee. This committee is comprised of four social work faculty, including the MSW Program Coordinator and the Social Work Program Director. Criteria used in weighing each application include: undergraduate grade point average, professional training, references, and the individual s narrative candidate statement. 25

The MSW Social Work Admission and Academic Standing Committee reserves the right to make exceptions to admission policy based upon individual circumstances. The college and the social work program maintain and promote a policy of nondiscrimination against any person on the basis of race, gender, age, creed, ethnic or national origin, disability, political orientation, veteran status, marital status, or sexual orientation. MSW Transfer & Life/Work Experience Credit Policy This policy will outline the program s policy and procedures regarding the acceptance of transfer credits and credit for life/work experience. Transfer Policy & Procedures The following policy is designed to avoid redundancy in students academic experience but maintain the integrity of the MSW Social Work program. This policy ensures that graduates possess appropriate knowledge, values and ethics, and skills to practice social work upon graduation. Students may apply to have previous MSW courses from a CSWE accredited program accepted toward the MSW Program. The program requires that courses have equivalent content to the FSU program. Students are required to submit their request in writing as part of their application to the MSW Program. The program director may request a copy of the course syllabus. All requests will be reviewed by the program faculty for equivalence status. Students are informed in writing of the program s decision. Courses from other graduate programs will be assessed on an individual basis for transfer equivalency. If a student feels he/she was unfairly treated during the process of requesting transfer credits count toward the social work liberal arts foundation courses or social work major courses she/he has the right to have his/her situation reviewed, see the Student Responsibilities, Rights, and Appeals for appeals procedures. Credit for Life/Work Experience Policy Consistent with the Council on Social Work Education accreditation standards, no life or work experiences may be substituted for course or field work. Introduction Policy for Evaluating Academic Performance Social workers serve children and adults who are arguably the most vulnerable people in our society and need the strongest support that can be provided on their behalf. Social work entails a rigorous course of study to acquire knowledge and skills in complex procedures, which must be applied appropriately and sensitively with diverse peoples and their communities. Social work also requires extensive professional use of self. Not 26

everyone has the qualities to be a competent social worker. Because of the nature of social work practice, the FSU Social Work Program has the responsibility to ensure that graduating students are capable of competent practice. For this reason, this policy on Standards for Social Work Education has been established by Ferris State University Social Work faculty. These standards are linked to student s abilities to become effective social work practitioners, and are provided so that both students and faculty are clear about expectations and procedures regarding academic performance. All social work students will be provided with and expected to read the Standards for Social Work Education and the National Association of Social Workers (NASW) Code of Ethics. Criteria for Evaluating Academic Performance in the Ferris State University Social Work Program To meet its responsibilities to provide high quality professional education and to ensure that its graduates are able to function in a broad variety of professional situations, the FSU Social Work Program evaluates the academic performance of its students in four general areas: 1) Basic Abilities to Acquire Professional Skills; 2) Mental and Emotional Abilities; 3) Professional Performance Skills and 4) Scholastic Performance. Both professional behavior and scholastic performance comprise academic standards. Students may be dismissed from the program under any of the following conditions: 1. Violation of these program standards for social work education of the Ferris State University Student Dignity Statement 2. Failure to meet conditions of academic probation 3. Violation of the NASW Code of Ethics 4. Other conduct unbecoming of a professional social worker Students will be dismissed only after the established procedures provided in this policy are followed. Basic Abilities Necessary to Acquire Professional Social Work Skills 1. Communication Skills Demonstrates sufficient written and oral skills to comprehend information and communicate ideas and feelings. Demonstrates ability to effectively and sensitively communicate with others. Expresses ideas and feelings clearly and demonstrates a willingness and ability to listen to others. 2. Interpersonal Skills Demonstrates the interpersonal skills needed to relate effectively with others and to fulfill the ethical obligations of the profession. Demonstrates accountability for one s own actions and considers the impact of these actions on others. 3. Critical thinking skills 27

Exhibits sufficient knowledge of social work and clarity of thinking to process information and apply it to appropriate situations in the classroom and the field. Exhibits the ability to conceptualize and integrate knowledge and apply that knowledge to professional practice. Emotional and Mental Abilities Necessary for Performance in the Program and Professional Practice 1. Stress Management Demonstrates the ability to recognize and deal with current life stressors through the use of appropriate coping mechanisms. Handles stress effectively by using appropriate self-care and developing supportive, appropriate relationships with colleagues, peers and others. 2. Emotional and Mental Capacities Uses sound judgment. Seeks and effectively uses help for medical or emotional problems that interfere with scholastic and professional performance. Engages in counseling or seeks out support and help if personal problems, psychosocial distress, substances abuse or mental health difficulties compromise performance or interfere with professional judgment or behavior. Professional Performance Skills Necessary for Work with Clients and Professional Practice 1. Professional Commitment Exhibits a strong commitment to the values and ethics of the social work profession as specified in the NASW Code of Ethics. 2. Professional Behavior Exhibits behaviors that are in compliance with program and institutional policies, professional ethical standards. Shows potential for responsible and accountable behavior by knowing and practicing within the scope of social work, respecting others, being punctual and dependable, prioritizing responsibilities, attending class regularly, observing deadlines, completing assignments on time, etc. Works effectively with others. Advocates for him/herself in an appropriate and responsible manner. Accepts feedback and supervision in a positive manner. Shows a willingness to critically assess the values and ethics of the profession. 3. Self-Awareness Exhibits knowledge of how one s own values, beliefs, emotions and past experiences affect thinking, behavior and relationships. Accurately assesses one s own strengths, limitations and suitability for professional practice. Shows awareness of self and how one is perceived by others. 4. Ethical Obligations Current behavior and classroom performance demonstrate adherence to the ethical expectations and obligations of professional practice as outlined in the NASW Code of Ethics. Of particular note is the demonstration of respect for the rights of others and commitment to client s freedom of choice and self-determination 28

through the suspension of personal biases during interactions with others. Demonstrates an appreciation for the value of diversity and maintenance of confidentiality. Demonstrates clear, appropriate and culturally sensitive boundaries. Scholastic Performance Evidence of meeting academic performance criteria in the FSU Social Work Program as outlined in the FSU Social Work Student Manual. Policies and Procedures for Review of Academic Performance Student s academic performance is reviewed in through ongoing observation, assessment and dialogue and includes the student s field instructors. Normally, the academic reviews will be Level 1 reviews between the student and the professor of the identified courses. However, if there are concerns raised at Level 1, progression through the next two levels may be considered. In instances where an incident is determined to be serious, a Level 3 academic review may be immediately required. All procedures relating to the academic performance review shall be carried out in a manner that will protect the student s right to privacy consistent with federal and state privacy law. However, the faculty operates under the professional concept of a circle of confidentiality which means that all departmental personnel and field instructors have a right and an obligation to exchange information on students as this impacts the operation of any part of the program, the integrity of the program in meeting its objectives, the performance status of a student in the program, and the safety and wellbeing of any FSU student or personnel and field agency personnel. Academic performance review will be conducted based upon the criteria disseminated in this policy. The Three Levels of Academic Performance Review Level 1: At Level 1, the review is primarily between a faculty member and the student. If a faculty member has concerns about a student meeting the academic performance criteria, the faculty member will: Discuss those concerns directly with the student and seek to work with the student to resolve the difficulties Apprise the Program Coordinator and/or Field Coordinator of the concern Document dates and content of the meetings with the student. If a problem arises in the field, the agency based field supervisor will discuss 29

the concerns directly with the student and the field liaison. In most instances, this meeting between the faculty and the student will resolve the concerns and will not lead to further reviews as specified in this section. Level 2: A level 2 review involves the faculty member, the student s academic advisor, the student and program coordinator. Faculty and program coordinator will meet with the student when the student is not meeting or following program or college standards, policies and procedures or when concerns have not been resolved at Level 1. If a problem arises in the field, the agency-based field instructor, faculty liaison and field coordinator will conduct the review with the student. In this information gathering process, the program coordinator will determine the nature of the concern and gather sufficient information to develop a plan to address that concern. No further action may be required, or the student may be asked, in writing, to modify his or her behavior and/or seek appropriate help. This process is designed to assist students in dealing with identified concerns that have an impact on their academic performance. The program coordinator will assess the nature of these concerns with appropriate faculty, consult with the Department Head, maintain documentation that is kept in the student s file and decide if it is necessary to conduct a more comprehensive review pursuant to Level 3. Level 3: A Level 3 review involves a review by the entire faculty of the social work program, as well as the Department Head if deemed necessary. A Level 3 review is conducted when concerns have not been resolved in prior reviews; when issues relate to a student not meeting the criteria for academic performance, or when the student is being considered for discontinuance in the program. When a Level 3 review is called, the program coordinator will convene a meeting with the social work faculty and the student to gather factual information, determine the nature of the concern, and identify alternatives for its remediation. The student will be notified in writing of the concerns and the meeting date, with sufficient time to prepare for and attend the meeting. After the review meeting has occurred, the program director will consult with the Department Head to discuss the issue and make recommendations regarding the student. Based upon the review, and a factual assessment of the situation, the program coordinator will inform the student of the decision, which can include one or more of the following actions: Continue the student in the program with no conditions Establish formal conditions for the student s continuance in the program In these situations, specific conditions must be met in order for the student to return to or remain in the program. Action may include establishing goals, appropriate monitoring, providing mentoring and support, referring the student to counseling and/or advising services, allowing the student a reduced course load or delay entry into the field practicum, establishing specific terms of a 30

probationary period as a condition of continuing in the program, or requiring the student to withdraw from the program with the option to reapply. Recommend the student be discontinued from the program and/or counseled toward another major Students have the right to appeal any decision made throughout the review process according to the student appeal policy, found in the Ferris State University Social Work Program Student Manual. Portions of this policy were used with permission from Augsburg College Department of Social Work Graduate Academic Integrity Policy The academic integrity of the graduate program is the responsibility of all those involved with the program. The primary responsibility lies with the faculty. It is imperative that faculty maintain high expectations of all students in the program. Academic misconduct carries serious consequences for students in the program. All student work must be original and completed without unauthorized assistance. Plagiarism, the act of claiming another s work as one s own, is a serious violation of the academic code. Other acts of misconduct include fabrication, interfering with another student s work, submitting assignments completed by another person, submitting work used in a previous course (without the instructor s permission) and violating course rules in a manner that negatively impacts the academic integrity of the course and the graduate program. As an educational community, the principles of academic integrity extend to the students in the program. Students should report any suspected violations (plagiarism, research misconduct, etc.) to the instructor. This should be done in writing and include evidence whenever possible. This process is important to document individual student contributions. At no time should a group s grade be lowered due to an individual student s misconduct. Violations of academic integrity are extremely serious since graduate students are expected to be at the highest level of professionalism. Proper citations and summaries of another author s work are expected of all students from the beginning in the program. While it is often assumed that students at this level clearly understand the standards of academic writing, confusion and misunderstanding are sometimes evident. Students with questions about academic writing process should access resources such as the Purdue OWL (Online Writing Lab). Academic misconduct occurs in many settings; therefore students, staff, or others involved with the program s academics can make allegations of wrongdoing. Student records related to academic misconduct are comprehensive and cumulative within the program. Repeated incidences will result in escalating consequences. While the results of such wrongdoing are serious, the graduate program staff also wants to ensure that all 31

have the knowledge, skills, and attitudes to succeed. All referrals for disciplinary action will also include a referral to the MSW Program Coordinator to schedule a meeting related to the behavior and its impact on success in the program. When there are indications that there was no deliberate deceit in the wrongdoing on an assignment, the student will receive an individual writing improvement plan developed in collaboration with the student, MSW Program Coordinator, and the instructor. Consequences First offense Level One Consequence Failure on assignment or If not related to a particular assignment, documentation will be placed in student file and reported to the Office of Student Conduct to record a level one consequence. If related to academic writing and students steal portions of a paper or purchase a paper online, the offense will immediately go to a Level Two Consequence. Second offense Level Two Consequence Failure in the course Warning that subsequent wrongdoings will result in removal from the graduate program. Incident report to the Office of Student Conduct Third offense Level Three Consequence Dismissal from the graduate program Dismissal from the University Process A copy of all materials and forms related to any accusation of academic misconduct will be maintained in a student file in the MSW program. Any instructor or graduate program staff member may initiate a review by submitting a completed copy of the of the academic misconduct form to the program coordinator. Evidence will be attached to the form. Within five (5) days of receipt of the form, the MSW program coordinator will notify the student in writing of the allegation. Student will have an opportunity to respond to the allegations. This must be done in writing within fifteen (15) days of the receipt of notice. The MSW program coordinator will meet with the student to go over allegations, discuss implications on student s program success, and record student explanation. Determination of academic misconduct will be a joint decision of the instructor, the MSW program coordinator, the student s advisor, and other graduate program staff when needed. If it is determined that the incident rises to the level of academic misconduct the student will be notified of the consequence: 32

o If it is the student s first offense, Level One Consequence (up to failure on assignment) can be administered. o If the misconduct report identifies previous consequences for academic misconduct a meeting with program director and at least one other graduate program staff will be scheduled. The outcome from this meeting is to make a recommendation for level two consequences, which may include failure in the course. o Any subsequent violation of the academic code will result in dismissal from the graduate program. If incident is deemed to be a Level Two offense, an incident report will be sent to the Office of Student Conduct. Student may appeal the decision in writing to the MSW program director. This must be done within fifteen (15) days of notice of outcome. A committee of graduate program representatives will review all appeals. If student is dissatisfied with outcome, they may appeal through the University s process. Terminations and Withdrawals Students may be terminated or withdraw from the MSW program for the following: Inability to raise GPA to a 3.0 after a semester of probation Grades below 3.0 in two or more courses Inability to successfully complete field work and/or practice courses Behavior inconsistent with the NASW Code of Ethics Not adhering to the Academic Integrity Policy Violation of university, college or program policies Appeal Procedures All students have the right to appeal grades, field placement evaluations and grades, denial of admission to field internships, denial of graduation, dismissal from the program and suspected discrimination. There are written policies concerning academic appeals that a student must follow. In general however the following appeal and grievance procedures are once more addressed to assist you. If you receive a grade in a course which you dispute, you must see your instructor and discuss your concerns. If satisfaction is not received, the following levels of appeal can then be pursued in this order: 1. Professor or Advisor 2. Full Social Work Faculty 33

3. Head, Department of Social Sciences 4. Dean, College of Arts and Sciences Advisement and Progress Auditing As soon as you enter the MSW PROGRAM, you will be assigned an academic advisor who is one of the full-time social work faculty members. Continuous consultation with your academic advisor is crucial to navigating through the program s requirements and electives and is required prior to enrolling each semester. New students, please meet with your advisor early in the semester. The advisors are located in the Social Sciences wing of the Arts and Commons Building on the second floor and have scheduled office hours posted outside their office doors, and on the MY FSU web site. You can make an appointment to meet with your advisor by calling the social work secretary, calling your advisor directly, or seeing your advisor during regular office hours (although it is strongly recommended you make an appointment, as other students may have scheduled times during the office hour periods). A very important aspect of advising is progress auditing. During your academic career, your advisor and you will determine progress toward achieving your degree. Your advisor will work with you to assess your progress and assist you in continuing toward your academic and career goals and/or addressing any deficiencies which may impede your progress. Your advisor is a major member of your team and is here to assist you throughout your Ferris academic experience in any way possible. If, however, you feel uncomfortable with the advisor selected for you; you have the right to request a change. This is a process completed through the Dean s Office. Repeating a Course Successful completion of a course in the MSW program is earning a B (3.0) or better. Students earning below a 3.0 may repeat the course once for credit. The last grade earned is the grade of record. The course repeated must be taken in the normal sequence of course offerings (not an independent study), and must be taken on the same grading system under which the course was taken the first time. Classroom Conduct Expectations for Students Regarding Coursework 34

All social work students are expected to interact with each other and faculty as professionals. Professionals are respectful to each other and work to understand the ideas and opinions of each other. They are able to confront each other respectfully and appropriately. The following is the College of Arts and Sciences policy on disruptive behavior: Disruptive Behavior The College of Arts and Sciences strives to maintain a positive learning environment and educational opportunity for all students. Consequently, patterns of behaviors which obstruct or disrupt the teaching/learning environment will be addressed. The instructor is in charge of his or her course (e.g., assignments, due dates, attendance policy) and classroom (e.g., behaviors allowed, tardiness). Harassment, in any form, will not be tolerated. Penalties for disruptive behavior can include involuntary withdrawal from the course and/or disciplinary action up to and including probation or dismissal from the University. The full Disruptive Behavior Policy is available on the College of Arts and Sciences website at http://www.ferris.edu/htmls/colleges/artsands/student-resources/disruptive-behavior.htm Attendance and Participation Each faculty member will set their own attendance and participation policy. In general attendance and participation is considered mandatory. A failure to attend class or participate can be grounds for reducing a grade or failing a student. Excerpted is an example of a typical syllabus instruction regarding attendance and participation in a course: Class Participation Regular attendance and being prepared to discuss the required material in class in a professional manner are essential to successful completion of this course. Your class participation will be monitored. Being present and participating in class enhances and enables a rich learning environment for everyone. Cell phones and pagers must be turned off during class. No text messaging or answering of phones is permitted. They are distractive if not rude elements in the educational environment. Students are encouraged to have alternative options for potential emergencies prearranged with family members/significant others, and/or friends. Of course, students are always free to leave the classroom to take care of personal business; but the student will be held responsible for any course work that is missed. Attendance and Make-ups Attendance is a vital part of the learning process. Both your instructor and classmates count on your consistent attendance and participation. If you must miss a class, please contact the instructor prior to the class to arrange submitting any assignments that may be due. All assignments must be completed and submitted on due dates. Extensions of assignments will be granted only in cases of verified and documented illness or emergency; or by contacting and securing prior approval from the instructor. LATE WORK WILL NOT BE ACCEPTED. All approved extensions will be graded normally; while missed assignments will be awarded 0 points. 35

Submission of Written Work Students are expected to adhere to the following guidelines for submitting written work: 1. Student are expected to adhere to the program s policy on Academic Integrity (above). 2. All papers are to be handed in at the beginning of class on the date assigned, or uploaded electronically based upon the instructor s syllabus instructions. Papers handed in after this time will be considered late. Individual faculty may contract with students for alternatives to this rule. 3. Students should keep a copy of all written work handed in. 4. Students should use the American Psychological Association (APA) method for citations and reference in all written work. 5. When students write about clients in field placements they will maintain the clients complete confidentiality by altering names and identifying facts about the client. Exams Make up exams are scheduled due to medical reasons for students who provide documentation of the medical issues. Other make up exams are at the discretion of individual instructors. Evaluation of Coursework Students in the MSW program are evaluated in each course according to the evaluation methods identified in the specific course syllabus. Normal grading (A-F) is the standard in the MSW program for every course. Students are expected to pass each course in the curriculum with a grade of B or above. Institutional Review Board for Human Subject Research (IRB) Students will most likely be going through the IRB process for their Social Work Capstone Project. All research involving human subjects must be reviewed and approved by the FSU IRB prior to beginning research. This is based on federal regulations and Ferris State University policy. Students will be oriented to the IRB process at Ferris at orientation and in their research course prior to the capstone project. Liability Insurance Students are covered for liability under the university s liability policy in the field as long as they are registered for the course. Many of the field agencies process students as volunteers, and therefore would also be covered under the agency s liability policy. Background Checks Prior to entering their field education, students will be required to complete a background check through Michigan s I-Chat system. The cost is $10. Students will be asked to complete the I Chat and submit that to the field coordinator prior to starting their field placement. Most human service agencies are requiring both background checks and drug tests prior to being approved for their field experience. Every agency has their own policies regarding this, and student may be required to submit a more extensive 36

background check requiring finger prints depending upon the individual agency. Students should be completely up front during the field interview if there are issues that would affect a successful background check. Ferris Email The university provides a free email account for each student. The program and the university uses these accounts EXCLUSIVELY to communicate with students. It is imperative that all social work students access their FSU email account on a regular basis, or have their FSU email forwarded to their email account of preference. Students are responsible for all information sent through their FSU email. Student Rights and Responsibilities The student rights and responsibilities policy for Ferris State University outlines student conduct and disciplinary policies and procedures. The following link will take you to the Ferris State University Student Handbook. http://www.ferris.edu/htmls/administration/studentaffairs/studenthandbook Student Life Social Work Association (SWA) The current Social Work Association began in 1988 through the efforts of two very active social work students. The association is a recognized student organization (RSO) on campus, and has earned a four or five star rating for the past several years, denoting one of the top ten organizations on campus. The association has a lot of strength and energy and is a viable organization and resource for all social work students. Membership in this organization allows you as a student to socialize with your peers, participate in community activities and interact and grow as a potential professional. Membership also allows you as a student to become instrumental in influencing policy for the social work program, as the faculty seeks input from the student organizations regarding program and curriculum. Any social work student can become a member. Annual dues are currently $20/year or $15/semester. Information regarding the social work association can be obtained by any faculty member, or contact any current SWA officer. The officers and information regarding the organization are typically posted on the bulletin board in the STARR building student lounge. Phi Alpha Honor Society 37

Phi Alpha is the social work program s honor society. Students may join Phi Alpha in their sophomore year, and the group is open to MSW students. The requirements for becoming a member of Phi Alpha are: Must be a declared social work major Achieved sophomore status Completed 9 semester hours of required social work courses Achieved an overall grade point average of 3.0 (on a 4.0 scale) Achieved a 3.25 grade point average in required social work courses Other Registered Student Organizations Ferris has 280 registered student organizations on campus: everything from Ferris Recycles to Habitat for Humanity to Active Minds (a student organization dedicated to understanding and normalizing mental illness). Whatever your interest, there is a student organization for you to join!! If you are interested in developing a student organization where one does not exist, please contact the program director for information on the procedure. NASW Membership Students are strongly encouraged to join NASW during their graduate education if not already a member. NASW is our professional organization and critical to supporting the profession through advocacy and professional services. Membership information may be found at: http://www.nasw-michigan.org Program Advisory Board Student Representation Students are able to give voice to their concerns and suggestions about the program to the Program Advisory Board. The President of both Phi Alpha and SWA serve as the liaison to the Program Advisory Board, and two MSW students will be elected to serve as the MSW representatives on the Program Advisory Board. Ferris State University Student Government Students are encouraged to become a vital force in the governance of student life on campus. The FSU student government is the avenue by which policy is made for students on campus. Members of the student government work closely with both faculty and administration toward improving student life on campus. STUDENT RESOURCES Ferris State University offers students a variety of resources to assist them in their academic career and to enhance campus life. Please check the Ferris web site: http://www.ferris.edu for information about the wide variety of resources available to students. Career Services A wide variety of career resources are available for Ferris students, including interview preparation, resume building, career fairs, internship fairs, dress preparation and job 38

postings. Information regarding upcoming events and resources are at: http://www.ferris.edu/careerservices Financial Aid Financial aid is available for graduate students with unsubsidized loans only. The amount graduate students may receive is based upon a cost of attendance estimate. Students do have to complete a FAFSA each year and are encouraged to do that as soon as possible. Financial aid is very different at the graduate level, and students are encouraged to contact the financial aid office as soon as they are admitted to get individual information. The financial aid office is located at: http://www.ferris.edu/admissions/financialaid Disability Services Students with a disability are strongly encouraged to register for support and services with our Office of Disability Services. A variety of assistive technologies are available as well as notification to faculty for needed accommodations. The Office of Disability Services is located at: http://www.ferris.edu/htmls/colleges/university/disability Academic Support Center Students needing tutoring or assistance with writing may access the Academic Support Center (located in ASC 1017, on the 1 st floor of Arts and Sciences Commons). The Academic Assistance Center is located at: http://www.ferris.edu/htmls/colleges/artsands/student-resources/academic-assistance.htm Appendix 1 Council on Social Work Education Educational Policy and Accreditation Standards Purpose: Social Work Practice, Education, and Educational Policy and Accreditation Standards The purpose of the social work profession is to promote human and community well-being. Guided by a person and environment construct, a global perspective, respect for human diversity, and knowledge based on scientific inquiry, social work s purpose is actualized through its quest for social and economic justice, the prevention of conditions that limit human rights, the elimination of poverty, and the enhancement of the quality of life for all persons. Social work educators serve the profession through their teaching, scholarship, and service. Social work education at the baccalaureate, master s, and doctoral levels shapes the profession s future through the education of competent professionals, the generation of knowledge, and the exercise of leadership within the professional community. The Council on Social Work Education (CSWE) uses the Educational Policy and Accreditation Standards (EPAS) to accredit baccalaureate- and master s-level social work programs. EPAS supports academic excellence by establishing thresholds for professional competence. It permits programs to use traditional and emerging models of curriculum design by balancing requirements that promote comparability across programs with a level of flexibility that encourages programs to differentiate. 39

EPAS describe four features of an integrated curriculum design: (1) program mission and goals; (2) explicit curriculum; (3) implicit curriculum; and (4) assessment. The Educational Policy and Accreditation Standards are conceptually linked. Educational Policy describes each curriculum feature. Accreditation Standards (in italics) are derived from the Educational Policy and specify the requirements used to develop and maintain an accredited social work program at the baccalaureate (B) or master s (M) level. Social Work Faculty and Staff: Appendix 2 Nicole Ball, Academic Advisor Northern Michigan Campus- received her BSW from Ferris State University in 2010, where she was a member of Phi Alpha, Theta Eta Chapter. She has recently received her MSW from Grand Valley State University and is a member of the National Association of Social Workers. Nicole has worked with several different social work agencies in the Traverse City area dealing with domestic violence, mental health, crisis intervention, teen pregnancy and children and families. She is currently employed with Child and Family Services of Northwestern Michigan. Michael Berghoef, Professor - received his MSW from Western Michigan University. He was employed in several different social work agencies dealing with mental health and substance abuse issues. He most recently was chief of clinical staff at the Alcohol Outpatient Services of Arbor Circle in Grand Rapids. Previously he taught part-time at Grand Valley University in the area of substance abuse. Mike has been on the Ferris faculty since 1997. Since coming to Ferris State University, Mike has been involved in faculty trainings and conference presentations on Internet enhancement of social work education and has written on technology issues relating to race, ethics and culture. Pam Bogucki, Social Work Support Staff has been with the Social Work Program since June of 2011. As a student at Michigan State University she was a member of the Tower Guard Honor Society and became a member of Phi Theta Kappa while attending Montcalm Community College. Her previous work experience includes electron microscopy at Michigan State's School of Osteopathic Medicine, owner of Acura Transcription Service, and supervising for Michigan Medical, PC's Transcription Department. In addition, she has participated as a volunteer for multiple organizations including Girl Scouts, Cub Scouts, Tri County Schools, and food cooperatives. Her hobbies include music, dance, birding, and Spartan basketball. She also is part owner of a small farm with a focus on organic vegetables and native wildflowers. Dawn Fox, Assistant Professor -has an MSW from Grand Valley State University and a Bachelor of Science in Criminal Justice from Ferris State University. She has been an adjunct instructor for the Criminal Justice Program at Ferris State University for six years as well as taught in the Social Work Program at Grand Valley State University as a visiting professor. She has worked in crisis intervention for domestic violence, special 40

programs for probation, community mental health and as a medical social worker. Her experience includes mental health, substance abuse, crisis intervention, adjustment to illness, death and dying, domestic violence intervention, and community involvement. Dawn primarily teaches Beginning Interviewing Skills; Introduction to Social Work; Foundations of Practice; Advanced Methods of Practice; and Field Seminar. Jessica Gladden Assistant Professor - has an MSW from Grand Valley State University and her PhD from Michigan State University. She joined the Ferris State University faculty in 2013, and has previously taught at Michigan State University, Grand Valley State University, and the University of Phoenix. Jessica specializes in refugee studies, and has written her dissertation on Coping in East African refugees after visiting a refugee camp in Kenya. She also founded and supervises Thrive: A Refugee Support Program, which works with refugees postresettlement in the Grand Rapids area. Jessica has previously worked in the areas of adult mental health, foster care, with survivors of sexual abuse and domestic violence, and emergency services, in addition to refugee work. Her teaching interests are in the areas of policy, cultural competency, and field seminar and liaison courses. Joanie Hazelton, Assistant Professor Joanie joined the faculty in 2010 as a part time adjunct instructor and joined the faculty full time as a nine month temporary adjunct instructor in 2012. Joanie received her BSW from the University of Wisconsin Eau- Claire in 1997 and received her MSW from Grand Valley State University in 2001. Joanie was employed at Child and Family Services of Northwest Michigan from 1997 until 2010. Joanie specialized in the area of children and family services, most specifically child sexual abuse, and provided; individual counseling, family counseling, outreach services, group treatment, as well as facilitated recreational and activity based treatment. Joanie additionally supervised student interns, coordinated volunteer efforts, facilitated the writing of grants, coordinated fundraising activities and participated in multiple community task force initiatives including; Strong Families Safe Children, the Reduction of Poverty Initiatives, the Family Support Team, and the Tri-County Coalition for the Prevention of Abuse and Neglect. Joanie has also presented in professional settings on topics such as Child Sexual Abuse and Treatment Considerations and Attachment Disorders and Concerns. Joanie primarily teaches Theories and Methods II, Advanced Interviewing, Field Seminar and is a Field Liaison. Pete Hector, Assistant Professor - received his bachelor s degree in social work from Ferris State University in 1994 and his Master s degree in social work in 1995. He was employed through Eagle Village Inc. for 20 years where he worked as direct care staff, Residential Program Manager, and as Director of Residential Services. His areas of interest/expertise include domestic violence, sexual assault, child abuse, and trauma. He has also been employed by Catholic Charities of West Michigan since 2009 as an Outpatient Behavioral Therapist. Gerald Matthews, Professor received his Ed.S., MSW, and PhD from the University of Michigan. He has been involved in the Flint community and State of Michigan in the areas of education, health care, and government as an administrative and policy 41

consultant, and political activist. His previous work as a board member of the Michigan Primary Care Association enabled him to work at both the regional and national levels in advocating for quality health care for the disenfranchised poor, elderly, and homeless. He has taught for Eastern Michigan University, Mott Community College, Wayne State University, and The University of Michigan-Flint. Gerald is the author of six books and several articles on the Black experience with the major focus of institutional racism/bigotry and issues on religion, health care, and the constitutionality of the separation of church and state. Gerald has been a member of the Ferris faculty since 1997. Elizabeth Post, Full Time Adjunct- Visiting Professor - Elizabeth Post joined the faculty in 2013 as a full time nine month temporary adjunct instructor. Elizabeth earned her bachelor's degree from Kalamazoo College in Human Development & Social Relations and went on to earn her master's degree from Grand Valley State University. She has experience working with survivors of domestic violence, teaching dating violence prevention, working with parolees who were transitioning back into the community, youth on probation, and most recently with the homeless population in northern Michigan as the Program Director for the Goodwill Inn. Elizabeth has also taught for Northwest Michigan College. Wendy Samuels, Professor - Wendy joined the faculty in 1992 as a part time instructor and joined the faculty full time in 1998. She received her BSW from Michigan State University, MSW from University of Louisville in 1977 and her Ph.D. from Western Michigan University in Educational Leadership with an emphasis in Higher Education. She has over 35 years of clinical experience in the area of children and family services, working as a school social worker, foster care worker, residential treatment, substance abuse treatment and social work administrator for several agencies, primarily in the area of children s services. Wendy also maintains a private clinical practice. Wendy is the current Social Work Program Director, and teaches the FSUS seminar and the Legal Aspects of Social Work elective. Carrie Thompson, Full Time Adjunct Visiting Professor Carrie graduated from Ferris State University with her Bachelors of Social Work Degree in 2002 and from Grand Valley State University with her Masters of Social Work Degree in 2004. Since that time, Carrie has worked in a variety of clinical settings through her position at Community Mental Health, including individual and group therapy. She also has worked closely with local residential facilities and community agencies, providing consultation and referrals for at-risk families. Carrie is involved in the local children's council, crisis response teams and sits in a variety of local boards and initiatives. Carrie has been trained extensively in childhood trauma and it's effects on child development. She is also currently involved in the local trauma assessment team. Janet Vizina-Roubal, Assistant Professor - has an MSW from University of Michigan, Ann Arbor. She has been teaching full time for five years and part-time for three previous years. She has been practicing social work since 2001. She has worked as a high school 42

social worker and an outpatient therapist for Community Mental Health. She facilitated numerous groups in both settings pertaining to anger management, trauma, Dialectical Behavior Therapy, and Co-Occurring Disorders. Janet has presented in professional settings on such topics as Reactive Attachment Disorder, Adolescent/Adult Bipolar Disorder, and Depression. Janet has served in the community as a member of the Osceola Crisis Response Team for four years and has specialized training in Trauma and Debriefing in the school setting. Janet teaches Beginning Interviewing Skills; Foundations of Practice; Applied Social Research Methods; Applied Social Research Statistics; Advanced Social Welfare Policy Analysis; Field Seminar; and Field Liaison. Rita Walters Assistant Professor - Rita Walters earned a PhD and MSW from Michigan State University and a Bachelor of Science degree in Criminal Justice from Lincoln University of Missouri. She has taught undergraduate and graduate courses at Michigan State University in the School of Social Work and the College of Medicine Master of Public Health program. Her professional experience includes migrant health, grief counseling, family therapy, juvenile justice, and law enforcement. She currently serves on the State of Michigan Children's Special Health Services Advisory Committee, Michigan BioTrust for Health Community Values Advisory Board, Wayne State University Development Disabilities Advisory Board, and the Michigan Social Work Continuing Education Collaborative. Rita is also the Vice President for the Michigan Association of Black Social Workers and a member of the Lansing Area Aids Network Board of Directors. 43